Dingbats 3
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The document contains random words and letters with no clear meaning or story. It repeats various words like "aged", "got", "hero", "cut", "finger", and "world" but does not form complete sentences or convey any coherent information. The document appears to be nonsense with no real summarizable content.
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Dingbats 2
The document discusses various unrelated words and numbers that do not seem to form a coherent message. It mentions concepts like safety, death, life, and reading but provides no clear context or meaning. The high level information that can be summarized is very limited due to the disjointed and ambiguous nature of the content.
Dingbats edit
This document provides instructions and examples for a dingbats challenge, where phrases and sayings are hidden within rearranged word clues. It explains that the position of letters or words can be important to solving the clues. It then provides 20 sample dingbat clues for the reader to attempt to solve, with the solutions getting progressively more difficult.
Flashbacks 5
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Flashbacks 4
The document provides instructions for students to plan a story that uses a flashback. It asks students to think about and describe in detail the scene where the flashback will take place without including any events that are part of the story. Students should imagine they are in the scene and describe the sights, sounds, smells, feelings, and other people to paint a picture using descriptive language and techniques like similes, metaphors, and personification.
Flashbacks 3
The document provides guidance to students on developing a story based on an opening paragraph. Students are asked to write a plan that includes details about an object from the opening, why it is important to the main character, and the important events of the day it was given to him. Examples of detailed student plans are provided. Students are then asked to rewrite their plan with more specifics. Those who already created a detailed plan can refine it or start a new one based on a different object/story. The goal is for students to have a well-planned backstory before writing the full story.
1
The document summarizes Viking raids on England beginning in 793 with the attack on Lindisfarne and continuing for 70 years, including the arrival of a great Viking army in 865 that intended to stay. It describes how the East Anglian king provided the Vikings with horses in exchange for peace but they killed him, specifically detailing how King Edmund was tied to a tree and shot with arrows before being beheaded. The Vikings then went on to kill rival kings in Northumbria, capture York to establish it as their capital of Yorvik, and rule a large part of England known as the Danelaw for almost 200 years, during which time Viking and Saxon kings struggled for control of English lands.
Kidnapped
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The document discusses various unrelated words and numbers that do not seem to form a coherent message. It mentions concepts like safety, death, life, and reading but provides no clear context or meaning. The high level information that can be summarized is very limited due to the disjointed and ambiguous nature of the content.
Dingbats edit
This document provides instructions and examples for a dingbats challenge, where phrases and sayings are hidden within rearranged word clues. It explains that the position of letters or words can be important to solving the clues. It then provides 20 sample dingbat clues for the reader to attempt to solve, with the solutions getting progressively more difficult.
Flashbacks 5
The document provides guidance to students on writing a story that incorporates a flashback. It instructs students to use the given opening paragraph to write a flashback scene that occurs earlier in the story's timeline. Students are encouraged to focus on setting the scene and atmosphere through descriptive details in their flashback paragraph. The document includes examples of flashback scene descriptions and offers feedback, emphasizing creating mood over including too many plot events. Students are given three lessons to write and refine their flashback scene.
Flashbacks 4
The document provides instructions for students to plan a story that uses a flashback. It asks students to think about and describe in detail the scene where the flashback will take place without including any events that are part of the story. Students should imagine they are in the scene and describe the sights, sounds, smells, feelings, and other people to paint a picture using descriptive language and techniques like similes, metaphors, and personification.
Flashbacks 3
The document provides guidance to students on developing a story based on an opening paragraph. Students are asked to write a plan that includes details about an object from the opening, why it is important to the main character, and the important events of the day it was given to him. Examples of detailed student plans are provided. Students are then asked to rewrite their plan with more specifics. Those who already created a detailed plan can refine it or start a new one based on a different object/story. The goal is for students to have a well-planned backstory before writing the full story.
1
The document summarizes Viking raids on England beginning in 793 with the attack on Lindisfarne and continuing for 70 years, including the arrival of a great Viking army in 865 that intended to stay. It describes how the East Anglian king provided the Vikings with horses in exchange for peace but they killed him, specifically detailing how King Edmund was tied to a tree and shot with arrows before being beheaded. The Vikings then went on to kill rival kings in Northumbria, capture York to establish it as their capital of Yorvik, and rule a large part of England known as the Danelaw for almost 200 years, during which time Viking and Saxon kings struggled for control of English lands.
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The document discusses two-point perspective in drawings. It notes that when building corners face the viewer, there are two vanishing points located on the same horizon line. The sides of buildings appear smaller as they recede into the distance on both sides. The document encourages the reader to imagine the perspective lines in sample photos and promises that drawing a building with two vanishing points is no harder than with one vanishing point.
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D3a
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This document provides guidance on summarizing a passage in a poetic style using figurative language devices. It begins by presenting a sample text describing dreams of a pollution-free world. It then reviews techniques like similes, alliteration, and personification. The document guides turning the sample text into a poetic summary by expressing the dream in an impactful way, then adding lines using the ideas through techniques like personification. It tasks rewriting 6 dreams in this poetic summarized style.
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The boy is given an old, rusty anchor by his father on their boat. The boy is confused about why he is being given the anchor and what he is supposed to do with it. When he goes to throw it overboard, assuming that is what you do with an anchor, his grandfather stops him. His grandfather and father are watching him expectantly but it is unclear to the boy what they want him to do.
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The document provides guidance to a student on writing a story to describe scenes from a video about a boy learning his family's unique job on a boat called La Luna. The student is instructed to write paragraphs imagining what happens as the boy climbs a long ladder extending from the boat up into the sky. Pictures are provided to help with details, and the student is encouraged to use descriptive language and vary sentence structures. An example is given to demonstrate the level of detail and writing expected.
La luna 3
The boy is out on a boat at night and is amazed by the sight of the large, bright moon rising into the night sky. In three short passages, the boy marvels at the moon's beauty and size, noting how it illuminates the water and fills the sky with its glow, leaving him transfixed and in awe of the natural wonder before his eyes.
La luna 3b
The passage describes a scene where a boy is learning about his family's traditional job from his father and grandfather on a boat. The father passes the boy an anchor to hold, but the grandfather stops him from throwing it overboard, as that is not what the anchor is meant for in this instance. The boy is confused about what to do with the anchor and what his role is in the family work. The grandfather and father will explain it to him so he understands his place within the family tradition.
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Girl in the jar writing task
The document provides writing prompts for a student to write a detailed account from the perspective of a girl trapped inside a jar. The student should describe what she sees happening outside the jar, her thoughts and feelings, and hint at what may happen to her or why she is there. Clues could be included about how she ended up in the jar. The student should finish the writing by leaving the reader in suspense.
Girl in the jar writing task
The document provides guidance for writing a story about a girl trapped inside a glass jar. It instructs the writer to describe what the girl sees happening outside the jar, her thoughts and feelings of entrapment, and hints about how she ended up trapped and what may happen to her. The writer is encouraged to include clues, foreshadowing, and suspense to craft a special and magical story that leaves the reader wondering what will happen next.
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The document contains 8 tasks related to a scenario involving a jar. The tasks ask questions about the location and contents of the jar, request a description of the cloud-like substance inside and a list of feelings, and ask to recount the last 5 minutes before an unspecified subject was placed in the jar.
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The document provides guidance and ideas to help a student write a story from the perspective of a monk witnessing a Viking raid. It includes word banks with descriptive phrases about fear and adjectives/nouns to refer to the raiders. It instructs the student to avoid modern language and use formal, specific religious language appropriate to a monk. Key events outlined for the story include the monk hiding in the dunes as strange men arrive by boat, then the sounds and smoke from the monastery being attacked. The student is challenged to describe these elements from the monk's point of view.
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
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Dingbats 3
- 2. man board
- 3. H I L L
- 4. ROOD
- 5. SHUT SIT
- 8. HERRING
- 9. TICKLED
- 11. AID AID AID
- 12. GOT GOT GOT GOT HERO HERO HERO HERO HERO HERO HERO HERO HERO HERO
- 13. CUT CUT CUT CUT CUT CUT CUT CUT CUT CUT
- 14. PERSO NALITY
- 17. R T world I P
- 19. AGE BEAUTY
- 20. B B O W W